Group items tagged

It offers an authentic learning environment, in which language learners can orally and visually interact with another human being in the target language much in the same ways as in face-to-face interaction. However, research on oral-visual interaction in CMC has only occupied a marginal status in CMC research.

Cognitively and linguistically, it is generally maintained that paralinguistic cues such as head nods and facial expressions reduce ambiguity in speech and improve understanding

Signs of comprehension, frustration, nervousness, and enjoyment were all evident in real time.

More importantly, there is a crucial pedagogical concern at the heart of this research, that is, for distance language professionals to be open to the use of whatever technology available to maximize the level and quality of oral-visual interaction, and in so doing, create a more effective and efficient learning environment for distance language learners. Although the technology is changing rapidly, the larger pedagogical issue contained in this research is unlimited and beyond obsolescence.

It is not an exaggeration to say that Internet-based real time technology is changing distance education quantitatively as well as qualitatively, and this research represents only the beginning of the important effort to make distance language learning a more effective endeavor.

) orientation learning goals and conten

assessment

approach

he orientation should

boost students' confidence for success online, foster a sense of community among students, faculty, and staff, equip students with the tools necessary to be positive community members, facilitate academic preparedness and skill-building (e.g., time management), provide support and engagement resources, and give students the opportunity to use the technology they will encounter in their courses.

As in any other learning experience, educators should first identify the desired learning outcomes of the student orientation

nteractive Learning Objects (ILOs): Campus leaders should think through how content will be delivered in order to achieve course objectives and consid

(LMS), or virtual campus, creating a student orientation course within the same virtual space fosters a seamless experience for students

Modality: Think

The course learning outcomes can also help inform what topics should be reinforced in live sessions.

Course location:

employing an ILO where students have to respond to academic integrity scenarios will enable them to relate to the material better than if they simply read an informational page about academic integrity.

acilitated v

e counterbalanced with how the onsite orientation is assessed (with consideration toward creating an equitable experience).

digital badge in the LMS.

to teach students how to become successful online learners. More specifically, we hoped to boost students' confidence in learning online, equip students with the tools necessary to be positive community members, and give students the opportunity to use the technology they would encounter in their courses.

and build basic competency in the digital tools

time-management tip

the importance of study groups,

how to practice "netiquette" (

"Start with Why"

We created an assignment that included the self-enroll link and directions with screenshots on how to locate and submit the completion badge.

A well-planned online orientation is essential for student success ahead.